SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Facilitating a Numeracy Learning Programme in the Reception Year 
SAQA US ID UNIT STANDARD TITLE
7410  Facilitating a Numeracy Learning Programme in the Reception Year 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2006-01-10  2007-10-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-10-18   2011-10-18  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
244256  Facilitate a Numeracy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  15   

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 5 which can be credited to a National Certificate in ECD at Level 4 and/or towards a higher education qualification in ECD at Level 5 or 6.

The learners are able to plan, implement and evaluate a developmentally appropriate numeracy learning programme and to assess the children's progress on a continuous basis. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • The ability to read, write and use written resource material for learning and teaching in at least two South African languages.
  • An understanding of the holistic development of children from birth to nine years and how young children learn through play and a variety of activities.
  • A basic understanding of the national school curriculum.
  • Functional numeracy (knowledge of basic number concepts and operations, numeric literacy). 
    		•

    UNIT STANDARD RANGE 
    This elective unit standard is designed primarily for educators working with children aged 5 - 6 years in the Reception Year (Grade R). Practitioners are required to demonstrate applied competence in a Grade R programme in one of the following developmental phases and settings:

    - 2 - 6 years (community-based group setting)
    - 5 - 9 years (foundation phase group setting)


    At this level practitioners demonstrate the ability to:
  • plan a developmentally appropriate numeracy learning programme to help children achieve the specific outcomes of the national curriculum for the Reception Year;
  • use a range of educational skills to facilitate the development of mathematical concepts and numeracy skills and empower the learners;
  • select activities and resources that are culture-fair and appropriate to the developmental needs, interests, and languages of the children;
  • plan individualised learning experiences to support and challenge each child based on continuous observation and assessment;
  • evaluate the effectiveness of the numeracy learning programme to improve implementation. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan a developmentally appropriate numeracy learning programme. 
    OUTCOME NOTES 
    Plan a developmentally appropriate numeracy learning programme according to the national curriculum framework, the interest and life experiences of the child. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A numeracy learning programme is designed using the relevant specific outcomes as stated in the national school curriculum. 

    ASSESSMENT CRITERION 2 
    2. Learning programme design shows evidence of integration of mathematical relationships within and across other learning areas. 

    ASSESSMENT CRITERION 3 
    3. Numeracy learning experiences are integrated into other aspects of the daily programme. 

    ASSESSMENT CRITERION 4 
    4. A wide variety of developmentally appropriate numeracy learning experiences are planned on a daily, weekly and longer term basis in response to the child's interests and needs. 

    ASSESSMENT CRITERION 5 
    5. Basic principles for selecting and sequencing learning activities are applied in the learning programme. 

    SPECIFIC OUTCOME 2 
    Prepare appropriate learning activities and materials. 
    OUTCOME NOTES 
    Prepare appropriate learning activities and materials based on an understanding of the principles and processes involved in the development of mathematical concepts and numeracy skills. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Learning experiences are provided to help children develop and use mathematical language, concepts and numeracy skills in a holistic way as part of an integrated learning programme that fosters respect for others, diverse lifestyles, religions, languages, arts and cultures. 

    ASSESSMENT CRITERION 2 
    2. Activities are provided to enable children to appreciate mathematical relationships, logic and pattern in number and space. 

    ASSESSMENT CRITERION 3 
    3. Activities are planned to enable children to develop an appreciation of simple economic principles and technological processes based on their everyday experience. 

    SPECIFIC OUTCOME 3 
    Implement the planned numeracy learning programme. 
    OUTCOME NOTES 
    Implement the planned numeracy learning programme using a range of appropriate techniques and strategies to facilitate active learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The learning activities and experiences are organised so that children are able to work alone, in pairs, small groups and large groups. 

    ASSESSMENT CRITERION 2 
    2. Opportunities for creative and critical thinking and problem-solving using mathematical experiences within the learning environment are provided. 

    ASSESSMENT CRITERION 3 
    3. A range of mediational skills are used appropriately to support and extend children's learning, including helping children to reflect on learning experiences and achievements. 

    ASSESSMENT CRITERION 4 
    4. Children are encouraged to develop their own approaches to working with number. 

    SPECIFIC OUTCOME 4 
    Observe and assess children's progress in the numeracy learning programme. 
    OUTCOME NOTES 
    Observe and assess children's progress in the numeracy learning programme on a continuous basis to inform practice and planning to assist individual children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Observation and assessment of children's development of mathematical concepts and numeracy skills is an integral part of the learning-teaching process. 

    ASSESSMENT CRITERION 2 
    2. Assessment tools and procedures used for recording observations and assessments provide comprehensive evidence of children's use of mathematical language and concepts and numeracy skills. 

    ASSESSMENT CRITERION 3 
    3. Facilitation techniques are adapted to individual children's needs and learning styles based on observation. 

    ASSESSMENT CRITERION 4 
    4. Observation and assessment records are used to plan individualised learning experiences for children. 

    SPECIFIC OUTCOME 5 
    Evaluate the effectiveness of the numeracy programme. 
    OUTCOME NOTES 
    Evaluate the effectiveness of the numeracy programme on a continuous basis and adapt the activities and materials provided to improve the programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The effectiveness of the numeracy programme is evaluated systematically and critically on daily, weekly and longer term basis as reflected in programme records. 

    ASSESSMENT CRITERION 2 
    2. The modification of facilitation techniques and strategies as a result of reflection one's own practice is described. 

    ASSESSMENT CRITERION 3 
    3. Learning activities and materials are changed or adapted in response to children's needs and interests. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Workplace assessment of numeracy learning programme implementation and scrutiny of records of programme planning and evaluation, observation and assessment of children.
  • Child study of three children over a period of three months showing each child's development and use of mathematical language, concepts and numeracy skills, and including the following:
    analysed samples of work;
    descriptions of activities the child becomes involved in;
    indications of particular interests and strengths; and
    focusing on how the classroom programme has empowered the learner.
  • Portfolio including written work in the form of course work, assignments, notes, etc.
  • Moderation: Scrutiny of all assessment records and portfolio evidence, including the child study; random workplace assessment including an interview with the learner by an external assessor. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand, analyse and explain the following:
  • relevant child development theories and research and the implications for practice in a numeracy learning programme;
  • the principles and processes of the development of mathematical concepts and numeracy skills;
  • the importance of supporting home language use in cognitive development for concept formation and the acquisition of numeracy;
  • the requirements of the national curriculum in the foundation phase, especially with regard to the reception year;
  • how mathematical concepts and numeracy skills are used in everyday life and in all other learning areas;
  • principles of integrating and sequencing learning programmes and activities;
  • the importance of offering a rich programme designed to empower all learners.
  • assessment methods and tools for assessing young children's mathematical concepts and numeracy skills.

    Learners demonstrate the following attitudes and values:
  • recognition that numeracy and mathematics are an essential part of everyday life and essential for lifelong learning for both boys and girls;
  • recognition of the importance of early numeracy in the preschool phase and the reception year;
  • sensitivity to the views of parents and family members. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore a variety of strategies to learn more effectively through understanding the development of mathematical concepts and numeracy skills.

    2. Participate as responsible citizens in the life of local communities through discussions with children, parents and family members about the importance of the development of numeracy skills for lifelong learning.

    3. Be culturally and aesthetically sensitive across a range of social contexts through the selection of learning materials for children. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems with regard to young children's development of mathematical concepts and numeracy skills showing that responsible decisions have been made with regard to providing developmentally appropriate learning activities that meet the needs of individual children. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with co-workers (where applicable) and with children. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's teaching activities effectively in order to implement a planned numeracy learning programme successfully in an integrated and holistic approach. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to the children's development of mathematical concepts and numeracy skills, and to programme implementation through observation and self-reflection. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children verbally using mathematical language and through visual and print materials, and keep written records and reports. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Show responsibility towards the environment and health of others through the selection of appropriate print materials. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate that the world is a set of related systems by planning an integrated numeracy learning programme showing that mathematical concepts and numeracy relate to all fields of learning. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 244256, which is "Facilitate a Numeracy Learning Programme in the Reception Year", Level 5, 12 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2007-10-18  Was ETDP SETA until Last Date for Achievement 
    Elective  15982   National Certificate: Early Childhood Development: Preschool Phase  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  15985   National Certificate: Early Childhood Development: Preschool Phase  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11  ETDP SETA 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  As per Learning Programmes recorded against this Qual 
    Elective  15983   National Diploma: Early Childhood Development: Preschool Phase  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11   


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. ABM COLLEGE SA (PTY) LTD 
    3. Accreditation & Training Services 
    4. Amogelang Marketing and Training 
    5. Assessment and Entrepreneurship Centre 
    6. ATS Institute 
    7. Aubrey Nyiko Business Enterprise cc 
    8. B T Group of Companies Pty Ltd 
    9. BOLAND COLLEGE 
    10. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    11. Brainwave Projects 1997 CC 
    12. Capricorn College for FET 
    13. Caversham Education Institute 
    14. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
    15. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    16. Changing Lives Community Development Training 
    17. College of Cape Town - Athlone Campus 
    18. Compass Academy of Learning 
    19. Custoda Trust 
    20. D M Management and Consulting 
    21. Damelin 
    22. Damelin Correspondence College (Pty) Ltd 
    23. Dee s Training PTY LTD 
    24. Directflo 
    25. DM Training Consultants 
    26. Early Learning Foundation Montessori Teacher Training 
    27. Early Learning Resource Unit (ELRU) 
    28. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    29. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    30. EDU-Bless College 
    31. Edu-Build Institute 
    32. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    33. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    34. Faranang Business and Training Solutions PTY(LTD) 
    35. FLAVIUS MAREKA FET COLLEGE 
    36. FURNITURE WORLD TRAINING CENTRE 
    37. Gert Sibande Public FET College - Central Office 
    38. Goldfields TVET College 
    39. Grassroots Adult Education and Training Trust 
    40. GWALA TRAINING SERVICES 
    41. HDPSA 
    42. Headspace Consulting (PTY) Ltd 
    43. Headstart/ECD projects 
    44. HLUVUKA TRAINING AND CONSULTING 
    45. INGWE FET COLLEGE 
    46. Institute of Professional Studies and Services 
    47. Isamon Vocational College of Excellence Pty Ltd 
    48. Isibani Skills Academy 
    49. Itireleng Bokamoso Trading Development Services and Associates 
    50. Jabulani Training & Development 
    51. Katiso-kuno Consulting 
    52. Keletsong Community Training & Resource Centre 
    53. Kgaka Kgolo Institute (Pty) Ltd 
    54. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    55. Khululeka Community Education Centre 
    56. Kids Academy 
    57. KITSO TRAINING AND DEVELOPMENT 
    58. Klein Karoo Resource Centre 
    59. Leronsa Trading Enterprise 
    60. LESEDI EDUCARE ASSOCIATION 
    61. Li Lichule Trading cc 
    62. Loago Business Consulting 
    63. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    64. MATHS CENTRE INCORPORATING SCIENCES 
    65. Mochochonono Training Solutions cc 
    66. Montessori Teacher Training Centre South Africa 
    67. Motheo Training Institute Trust 
    68. MWG Logistical Services 
    69. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    70. Networx for Career Development 
    71. New Beginnings Training and Development Organisation 
    72. NKANGALA TVET COLLEGE 
    73. Northern Cape Urban College: Kimberley Campus 
    74. Northlink College 
    75. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    76. NTATAISE TRUST 
    77. Ntsangalala Business Enterprise 
    78. Orbit FET College - Central Office 
    79. Peddie Development Centre 
    80. Petra institute of Development (PTY) Ltd 
    81. Pro-Ed Training 
    82. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    83. Professional Development and Training Institute (Pty) Ltd 
    84. Reflections Development Institute 
    85. REGIONAL EDUCARE COUNCIL 
    86. Retshetse Training Project 
    87. Rhodes University 
    88. Right 4 u College 
    89. Safe and Sound Learning Association 
    90. SANTS College 
    91. SEJ Skills Academy (Pty) Ltd 
    92. Sirius Training 
    93. Sisazi Consulting 
    94. Siyahluma Education Institute 
    95. Siyathuthuka Nursery School 
    96. South African Congress For Early Childhood Development 
    97. South Cape Public FET College - George Campus 
    98. South West Gauteng Tvet College 
    99. Sustainability Institute Trust 
    100. T Mabuya & Associates (Pty) Ltd 
    101. Takatso Educare Training and Development Services 
    102. Teachers Learning Centre (Pty) Ltd 
    103. Tembe Service Providers 
    104. Thabelanang t/a Thabelanang Trading Enterprise 
    105. Thasha Training and Consulting 
    106. The College of Modern Montessori 
    107. The Iscariota Group (Pty) Ltd 
    108. The Port Elizabeth Early Learning Centre 
    109. Thobologo Training and Education Group (Pty) Ltd 
    110. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    111. THUSANANG TRUST 
    112. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    113. Training and Resources in Early Education (TREE) 
    114. Ulwazi Training & Development 
    115. UNIVERSAL COLLEGE OUTCOMES SA 
    116. Vuselela TVET College 
    117. Water berg FET College 
    118. WEST COAST COLLEGE FET 
    119. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    120. Winston Academy 
    121. WonderKids Academy 
    122. World Wide Education Providers(Pty)Ltd 
    123. Woz'obona Early Childhood Community Service Group 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.